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Matthew's views in Year 5

In year 5, Matthew feels able to join in most activities, as his teacher understands his stammer and he is able to talk with her about it. He joins in a group reading for assembly and seems to be enjoying the experience. See also Performances: Introduction

In class, he takes part in oral work regularly and prefers to be given notice as to when he will talk. Offering the whole-class alternative methods of communication for registration and tests ensures that Matthew is sufficiently relaxed to give an oral answer and does not seem anxious about his stammer.  He is aware that his stammer comes and goes and he does not seem to let it stop him saying what he wants to. He is shown in the following submenus working in the classroom with support from his teachers.

Matthew is concerned about other children teasing or bullying him, although so far that has not happened, but he knows that he can approach his teacher with any worry that he has. See In the SENCO Office:Class teacher's perspective and Bullying.

At the moment he is receiving support through the differential classroom provision of Wave 1 or Wave 2 teaching to meet his speech needs but if he becomes more concerned about his speech, or his teacher and parents consider it is becoming more of a problem for him then the school SENCO will consider referring him again to the therapist whom he saw previously in Year 2. See In the SENCO office:Collaborative practice 1, Matthew's Views in Year 6 and Class teacher's perspective.

At the moment, Matthew is making good progress at school and is obviously popular with the other children and academically is fulfilling his potential.  This level of awareness and good management by the teacher is working well and his parents, as part of that partnership, are pleased with his progress.

Summary

  • Keep in touch with the feelings of the pupil who stammers and monitor progress regularly.
  • Liaise with the parents to have a joint perspective to inform the negotiation with the pupil and consider referral to the therapist if there are concerns..
  • Take advantage of the flexibility offered by the Special Educational Needs and Disability Act (SENDA) to tailor intervention to meet the needs of the pupil as they arise and change.

He is aware that his stammer comes and goes and he does not seem to let it stop him saying what he wants to.